Beginning Readers

Dr. Jill Allor is a professor and chair of the Department of Teaching and Learning at Southern Methodist University. Her research focuses on reading acquisition, including acquisition for students with learning disabilities and intellectual disabilities. Dr. Allor has shared some ideas for preparing your child for school and for identifying if your child needs more help.

Preparing for Kindergarten

Use read-alouds and experiences to build background knowledge and to build language skills. Develop print knowledge, including letter names and common sounds. Here are some things you can do with your child at no cost:- Have your child point our letters they know on a page, or say the sound a letter makes. - Ask your child to point out letters they see in life, such as a big W on a store you go in, or a C on a box of cereal. - Play rhyming games. Ask your child if two words rhyme.- Identify first sounds. Ask your child to tell you the first sound in a word. Example: "What's the first sound in sun?"- Blend sounds together. You say, "Listen. /s/ /un/." Pause for a moment. "What word?" Your child can say the word.There are also many products you can buy to help your child develop print knowledge. Here are a few ideas:- Get a set of magnetic letters for the refrigerator. Your child can sort and name the letters, or say the letter sounds.- Download apps that focus on letter knowledge, such as Alphabet Tracing, Dora's Skywriting, and Build A Word.

Identifying Problems Before and During Kindergarten

Your child needs additional help if he or she...- is unable to recognize words that rhyme.- is unable to name all of the letters.- is unable to say the sounds for many letters. - has difficulty talking about age-appropriate material read to them.- cannot sound out some very simple words during kindergarten.

Preparing for First Grade

- Continue reading to your child. - Have your child read simple text to you.- Practice spelling and reading individual words. Check the section on Reading/Reading Games for flashcards and games.- Practice reading two types of words: decodable (can sound them out using common sounds for letters) and irregular (have to learn them by sight because the letters do not make most common sounds). When a child misreads a decodable word, say "Sound it out." When a child misreads an irregular word, say "That word is _______." See the page on Parents/Reading for more on giving feedback when a child makes a mistake.

Identifying Problems Before and During Early First Grade

Your child needs additional help if he or she...- is unable to say the most common sound for individual letters.- is unable to sound out at least some very simple words. - has difficulty talking about age-appropriate material read to them.

Preparing for Second Grade

- Continue reading to your child. - Have your child read to you. A text is too difficult if a child misses more than 1 in every 10 words. - Practice spelling and reading individual words. Check the section on Reading/Reading Games for flashcards and games.- Provide authentic purposes for writing, such as making lists, writing "thank you" notes, writing a letter to a friend, or making a card.- Start a personal writing dictionary. Have a notebook or group of papers designated as a personal writing dictionary. Any time your child wants you to spell a word, write it in the dictionary or on a piece of paper for your child to copy. - When a child misreads a decodable word, say "Sound it out." When a child misreads an irregular word, say "That word is _______." See the page on Parents/Reading for more on giving feedback when a child makes a mistake.

Identifying Problems Before and During Early Second Grade

Your child needs additional help if he or she...- is unable to read all the second grade words quickly and easily. See the page on Read/Reading Games for a word list and flashcards. - is significantly struggling with second grade text. - is not reading at least 40 words per minute on second grade level text, and does not increase during second grade.- has difficulty talking about grade level text that they have read.- has difficulty talking about grade level text read to them.

Preparing for Third Grade

- Continue reading to your child. - Have your child read to you. Make sure the content is interesting to your child, but isn't too hard. A text is too difficult if a child misses more than 1 in every 10 words. - When reading, predict, read, and summarize. Repeat the process with each text. - Practice spelling and reading individual words. Check the section on Reading/Reading Games for flashcards and games.- Encourage writing as much as possible. Provide authentic purposes for writing, such as making lists, sending emails to friends and family, and keeping a personal journal. - Start a personal writing dictionary. Have a notebook or group of papers designated as a personal writing dictionary. Any time your child wants you to spell a word, write it in the dictionary or on a piece of paper for your child to copy. - When a child misreads a decodable word, say "Sound it out." When a child misreads an irregular word, say "That word is _______." See the page on Parents/Reading for more on giving feedback when a child makes a mistake.

Identifying Problems Before and During Early Third Grade

Your child needs additional help if he or she...- is significantly struggling with third grade text. - is not reading at least 90 words per minute on third grade level text, and does not increase during third grade.- has difficulty talking about grade level text that they have read.- has difficulty talking about grade level text read to them.